few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000157

3
options: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.
problem_activity: Task
Many problems can be solved in different ways. Decide if the following word problems can be solved using multiplication. Explain your thinking. Then solve each problem.
Liam is cooking potatoes. The recipe says you need 5 minutes for every pound of potatoes you are cooking. How many minutes will it take for Liam to cook 12 pounds of potatoes?
Mel is designing cards. She has 4 different colors of paper and 7 different pictures she can glue on the paper. How many different card designs can she make using one color of paper and one picture?
Nina can practice a song 6 times in an hour. If she wants to practice the song 30 times before the recital, how many hours does she need to practice?
Owen is building a rectangular tile patio that is 4 tiles wide and 6 tiles long. How many tiles does he need?


correct_option_index: 2